The document summarizes research on the use of multimedia in learning. It examines the impact of multimedia on learning, how its use impacts learning, and how its design impacts learning. Research results are mixed, with some studies supporting multimedia's benefits and others finding little impact. Effective teacher instruction and sound pedagogy, along with principles for designing multimedia like the multimedia and modality principles, seem most important for enhancing learning rather than multimedia alone. Further research is still needed to fully understand multimedia's role and potential benefits.

1. Assignment 3

The Use of Multimedia in Learning
 By Robyn Wood

2. By Robyn Wood
This PowerPoint builds on my earlier critique of Mayer & Sims (1994) ‘For whom is a picture
worth a thousand words? Extensions of a dual-coding theory of multimedia learning’ and further
explores the role of multimedia in learning by examining the following questions:
•
What is the impact of multimedia on learning?
•
How does the way multimedia is used impact on
learning?
•
How does the design of multimedia impact on
learning?

3. 21st Century
 teaching and learning has dramatically changed
 understandings of how the brain works continually developing
 Literacy now encompasses the ability to communicate through multimedia (van
Daal & Sandvik, 2012)

the use of multimedia in learning includes:
 spoken or printed text, illustrations, photos, apps, graphs, animation or video
(Mayer, 2005 as cited by Reed, S, 2009) or
 „”non-interactive linear presentation (e.g. a cinema presentation) and
 Hypermedia
○ graphics, audio, visual, plain text and hyperlinks intertwined to create a
generally non-linear medium of information. (e.g. world wide web) (Ohara &
Pritchard, 2010 and Wikipedia, Hypermedia, 2013

Considerable research re. the effect of multimedia on learning includes:
 English speakers of other languages
 reading comprehension
 language acquisition
 learner motivation
 embedded use of multimedia in learning etc.

4. Research results appear to be very mixed
Examples of research that SUPPORT the use of multimedia in learning:

Ohara & Pritchard (2010)
 literature review suggests multimedia use can enhance literacy development, improve
language acquisition
 student personal knowledge is built and modified through the rich experiences that
technology offers

Zhao (2005) concluded multimedia presentations can:
 create stronger memory links than text alone
 video offers rich linguistic and culturally relevant material to learners
 comprehension can be enhanced through learner control of multimedia (e.g. playbacks)


Kamil, Intractor & Kim (2000)
• children from language and cultural minority background can benefit
• comprehension facilitated through „mental model‟ building
Pearson et al (2005)
 meta-analysis of 20 research studies relating to digital tools and learning environments
 concluded digital tools enhance reading comprehension, vocabulary development and
all aspects of literacy development

5. Examples of research that concluded multimedia use made LITTLE impact:

Lankshear & Knobel (2003)
• effects of technology on early literacy were „radically under-researched‟

Burnett (2010)
• strengths of multimedia were not being exploited therefore its effect could not be
determined


Kirschner, (2002)
•
use of technology causes cognitive overload
van Daal & Sandvik (2012)
 conducted a meta-analysis re. effects of multimedia on the early literacy
development of at risk children
 concluded literacy-related multimedia applications (e.g. video, TV, e-books.
computer assisted instruction) have a small to moderate effect on literacy
learning outcomes for children at risk
 second language learners appear to benefit the most
 further research is required

6. 
Mayer (2011) suggests:
 the use of video does not make good learning
 there is no one multimedia better than another
 good learning is determined by effective teacher with sound pedagogy, learning
objectives identified and a strong program design
 Mayer developed a design of multimedia learning systems based on Paivio‟s dual
coding theory:
• multimedia principle (using both pictures and words)
• coherence principle (avoiding extraneous media),
• modality principal (using narration rather than text)
• spatial contiguity principle (placing words and pictures close together)
• temporal contiguity principle (present words and pictures at the same time)
• redundancy principle (learn better from animation and narration than from animation,
narration and on-screen text)
• Individual differences principle
 Reed, (2009) challenges Mayer‟s principles
 suggests „manipulation‟ rather than perception of objects
 based on Engelkamp‟s (1998) multimodal model of action-based learning
 suggests the performance of an act creates “additional memory codes” and results
in better recall
 manipulation of objects may be a promising method of instruction
 Chambers et al., (2006) suggest
 embedded multimedia enables learners multiple pathways to retain and
comprehend
 to be effective embedded multimedia must be in association with other effective
teaching practices, such as co-operative groups, working with the teacher etc.

7. PURPOSE OF RESEARCH:

to determine whether the addition of interactivity enhances the process of learning from computer-based systems

to determine the hypothesis of active-learning or passive learning (see notes)
RESEARCH METHODS:

Participants - 33 second-year Business and Management undergraduates

Randomly split into interactive group (I) and not interactive (NI)

2 computer-based multimedia versions were developed to teach how a bicycle pump works
 Interactive features (I system) –included control of pace, self-assessment questions and interactive simulation
 Non-interactive features (NI system) – involved clicking a button to show static images /annotations
 Post-tested on (i) memory recall and (ii) understanding based on problem-solving
MAIN FINDINGS OF THIS RESEARCH:

No significant difference in the overall post-test results
Interactive group:
 performed significantly better in transfer test
 took significantly less time to complete post-test
 took significantly longer to complete actual lesson
 did not significantly increase their retention of material


Test scores suggest:

interactivity increased the depth of learning or understanding

confirmed the active-learning hypothesis

interactivity does not appear to increase memory retention

8. A Critical Review of this Research
Analysis:

easy to understand, quantitative research

builds on the considerable works of Mayer (1994, 1999, 2001, 2003)
Evaluation:

discusses Mayer‟s principles (2001) regarding the design of multimedia learning system

does not discuss the theoretical framework underpinning this research

literature review relies heavily on the work of Mayer and perhaps lacks depth and breadth
Problem Solving:

methodology appears quite simplistic – I wonder if it were too simplistic?

limitations were not acknowledged however suggestions are given for future research
Decision Making:

the implications of this research (although sparse) are appropriate given the results (see notes)
Reasoning:

builds on the significant contributions of Mayer‟s research regarding the use of multimedia in
learning and in particular its design.

given its strong alignment (e.g. it used the same example of the bicycle pump), the simplicity of
the research, and the clear results (when broken down – not necessarily overall), I believe the
conclusions and implications are reasonable

9. How does the design of multimedia impact on learning?
Reed (2006) suggests the 6 cognitive architectures relevant to multimedia learning are shown in table 1 below
 suggests these theories are not rivals as they focus on different aspects of multimedia learning



Rieber’s (1990) research supports hypothesis that cognitive practice promotes deeper levels of mental
processing (Craik & Lockhart, 1972).
Based upon this and others research, it would seem logical that the design of multimedia should include a
practice component
Multimedia learning is underpinned by cognitive load
 using up the word limit capacity does not use up the picture limit capacity
 the design of multimedia can ‘off-load’ meaningful information from one modality to another by using fewer
words or pictures. NB this only works if the pictures and words directly support each other (Mayer, 2001a
as cited in Chambers et al)

10. Example of research examining the design of multimedia
Authors:
Bette Chambers Ph.D, Alan Cheung, Nancy A Madden Ph.D., Robert E. Slavin, Ph.D.

all based at John Hopkins University, Baltimore, USA

involved with the Success for All foundation (reading program)
Purpose of Research:

To determine the academic effects of embedded multimedia on learners beginning to read
Research Methods:

394 first graders from 10 different schools

5 schools used embedded multimedia program, 5 schools same program without multimedia

Year long study – pre and post tests

Hispanic sub-group

Qualitative data collected relating to word attack, word identification, passage comprehension
and DIBELS* .

Analysed with hierarchical linear model
Results:

experimental group did significantly better on word attack but other areas tested were not
statistically significant

unable to determine if Hispanic sub-group benefited

the researchers suggest embedded multimedia use has the potential to enhance the
effectiveness of beginning reading instruction for disadvantage children

partially supports the expectation that the addition of embedded multimedia would enhance
children‟s reading content

11. Analysis:

relatively easy to understand, good use of tables, large sample of participants

discussion suggests embedded multimedia has “potential to enhance the effectiveness of beginning
reading instruction for disadvantaged children” however there is no mention in the purpose that this
research was investigating at risk learners
Evaluation:

builds on earlier research

the separate investigation into the effect on Hispanic children was hidden within the research and not
stated in the purpose or method. Had this been deliberately planned for in the methodology, would
there have been a different result?
Problem Solving:

development of a two level model for hierarchical analyses seemed appropriate, however I did not
necessarily understand re. covariates and regression coefficients
Decision Making:

the suggestion that the study partially supports the use of embedded multimedia to improve
children‟s reading achievement is wise given the results are not statistically significant for individuals
but as a group
Reasoning:

study is underpinned by solid theory and literature review.

limitations and the need for further research are acknowledge.

I believe this research builds strongly upon Mayer‟s assertion that teacher practice along with strong
pedagogy makes a difference however the use of multimedia may further enhance student
achievement

12. Summing Up

Wide reading suggests debate re. the actual impact of multimedia on student learning

Paivio‟s DCT suggests it should be easier for students to retain information using
multimedia however Mayer suggests that this in itself is not the magic wand for
enhancing achievement. I tend agree with this.

An analysis of the differing research methods reviewed in this assignment (and
preceding), suggest that an element of teacher effectiveness could in fact have a large
impact on achievement. None of the research I reviewed examined this factor.
Perhaps this is why there is little difference between some experimental and control
groups?

Logic suggests research should inform practice, however I would argue this is not
always the case (e.g. teachers adopting new multimedia (e.g. iPads) without having
explored underpinning theories around this) . Going full circle, In topic 1 of this
course, Rich, (2013) stated computer screens as being a “stimulus poor environment”
and challenged the impact of technology on learning, which in turn leads me to Mayer‟s
research into the design of multimedia and the role it has on enhancing learning.

My final comment – I believe further research is required. As we continue to
understand more about the brain and how it learns, the way we use and design
multimedia should reflect these understandings in everyday practice.

13. References
Chambers, B., Cheung, A.C.K., Madden, N.A., Slavin, R. E. & Gifford, R. (2006). Achievement effects of
embedded multimedia in a Success for All reading program. Journal of Educational Psychology 98(1), 232237.
Evans, C. & Gibbons, N.J. (2007). The interactivity effect in multimedia learning. Computers & Education,
49, 1147-1160. doi:10.1016/j.compedu.2006.01.008
Reed, S. K. (2006). Cognitive Architectures for Multimedia Learning. Educational Psychologist, 41(2), 8798.
doi: 10.1207/s15326985ep4102_2
Reed, S.K. (2011). Manipulating Multimedia Materials. In Zheng, R. (Ed). Cognitive effects of multimedia
learning (pp. 51-64). San Diego, USA: Information Science Reference.
Rieber, L.P. (1990). Using computer animated graphics in scientific instruction with children. Journal of
Educational Psychology82) 1, 135-140.
van Daal, V. & Sandvik, J.M. (2012). Synthesis of Multimedia Effects on Literacy Achievements in Children
at Risk. Paper presented at the Early Education and Technology For Children Conference, Norway.
Retrieved from http://www.eetcconference.org/wp-content/uploads/Multimedia_Meta_EETC2012.pdf
Youtube (2011). Prof. Richard E. Mayer – On the role and design of vide for learning. Retrieved from
ww.youtube.com/results?search_query=richard+mayer&oq=richard+mayer&gs_l=youtube1.0.0l2.7790.1079
3.0.13233.13.10.0.3.3.1.315.1856.3j1j5j1.10.0...0.0...1ac.1.11.youtube.woWUyS6J5I4
Youtube (2011). Rich. M. (M.D., M.P.H.) The orienting response. Retrieved from
http://www.youtube.com/watch?v=UZO3vYrJlaY

14. Assignment 3. 'FINAL POWER POINT' 40%
Three focused research questions listed on the first slide of your Final Power Point.
Y
References to up to THREE on-line empirical studies related to your topic.
May include graphics and hotlinks (to websites etc).
Notes reflect your critical synthesis of material rather than being solely descriptive.
Y
Y
Y
Aspect 1: Descriptive and interpretative skills:
13/15%
The reviews are impressive, and apart from the statistics, accurate interpretation of articles
Aspect 2: Analytical skills:
This was part of your critical analysis and done well with the help of a rubric
Aspect 3: Analytical, argumentative and creative skills:
I think you come to a fair conclusion/summary that is based on the evidence
14/ 15%
9/10%
You show clear, relevant connections that show a thorough understanding of Paper Readings, as well as
additional, relevant readings. No much change to exemplify precision and flair in word choice, fluency
and grace in syntax but the register was excellent. Accuracy in referencing.
MARK
36/40
Aspect 1: Descriptive and interpretative skills: An 'A' student will clearly evoke what happened in a particular piece of research and will show the ability to
theorise about what happened from more than one perspective or position. (15%)
Aspect 2: Analytical skills: An 'A' student will shown convincingly that they are aware that epistemology creates and shapes reality (that is how the way
knowledge is constructed shapes our beliefs about the world). They will illustrate this awareness by making connections between the research method
(the way the knowledge was constructed) used, the language of a text and the way these construct literacy or literate practices in a particular way.
(15%)
Aspect 3: Analytical, argumentative and creative skills: An 'A' student will provide evidence and argue a case for a relationship between the research and
practice. (10%)